The University of Mississippi
NUTRITION 101:
A Taste of Food and Fitness
Lesson 2
Tools for Guiding Food Choices
LESSON 2
National Food Service Management Institute
N U T R I T I O N 1 0 1 : A TA S T E O F F O O D A N D F I T N E S S
CONTENTS
1 Lesson at a Glance–Tools for Guiding
Food Choices
2 Lesson–Tools for Guiding Food Choices
3 Slides–Tools for Guiding Food Choices
4 Physical Activity Booster–Stretching
for Flexibility
Dietary Guidelines 2010 Selected Messages for
Consumers
Key for Icons
SAY
Salt and Sodium 10 Tips to Help You Cut Back
Green MyPlate Handout
Nutrition Nuggets – Dietary Guidelines
DO
Nutrition Nuggets –Nutrition Facts Label Handout
PREPARE
Sample Food Label Macaroni and Cheese and Refried
Beans
TASTING
ACTIVITY
Nutrition Facts Label Activity Handout
PHYSICAL
ACTIVITY
Cafeteria Connection – Serving the Dietary Guidelines
with Style Handout
VIDEO
SCENARIO
Personal Discovery Assessment – Dining Table
Techniques Handout
SLIDE
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Lesson 2 at a Glance
Tools for Guiding Food Choices
• Review the lesson and the slides for Tools for Guiding Food Choices.
• Review all the handouts and activities; make copies of Lesson 2 of
the Participant’s Workbook. (Note: MyPlate is currently available for
a color handout at http://www.choosemyplate.gov/global_nav/media_resources.html)
• Check for internet access. If time permits, go to http://www.choosemyplate.gov/ Web site to demonstrate how easy it is to use.
• Practice the Physical Activity Booster.
• Prepare the Tasting Activity supplies.
What to Do Ahead of Time
1. Identify the Dietary Guidelines for Americans 2010.
2. Identify U.S. Department of Agriculture’s MyPlate.
3. Identify information on the Nutrition Facts label useful in making food choices consistent with
the dietary advice of the Dietary Guidelines for Americans 2010 and MyPlate.
4. Identify a dietary concern of personal interest and practice using the dietary guidance tools to
evaluate or make food choices consistent with the personal concern.
5. Describe at least two ways the school meal programs may reflect appropriate aspects of the
Dietary Guidelines for Americans 2010 which contribute to students’ health and ability to learn.
Learning Objectives
Time
Content Area of Lesson 2
Resource to Use
1 minute
Welcome
Slide 1
Pre-Lesson
Participant Registration, 1 HR Sessions
6 minutes
Tools for Guiding Food Choices
Dietary Guidelines for Americans 2010
Present lesson.
1 minute
Physical Activity Booster–Stretching for Flexibility
5 minutes
Scenario Activity
National Food Service Management Institute
Pre-Quiz
Slides 2-8
Dietary Guidelines
Salt and Sodium Tip Sheet
Selected Messages Handout
Slide 9
Slide 10
Scenario Script
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Time
Content Area of Lesson 2
Tools for Guiding Food Choices
MyPlate
Slides 11-19
My Plate Handout
Nutrition Nuggets Handout
5 minutes
www.ChooseMyPlate.gov
4 minutes
Tools for Guiding Food Choices
Nutrition Facts Labels
Slide 20
Interactive Web site
6 minutes
4 minutes
Resource to Use
Slides 21-23
Nutrition Facts Labels
Tasting Activity–The Perception of Salt
Slides 24
1 minute
School Meals – Serving the Dietary Guidelines
with Style
2 minutes
Personal Discovery Assessment
Dining Table Techniques
Slides 26
Cafeteria Connection –
Serving the Dietary Guidelines
with Style Handout
Slide 27
Personal Discovery Assessment
Dining Table Techniques
2 minutes
Post-Quiz
Review Post-Quiz Answers.
Slide 28
5 minutes
Nutrition Nuggets – Nutrition Facts Label
Activity
Conclude the session.
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Slides 25
Nutrition Facts Label
Activity Handout
Nutrition Nuggets Handout
Slide 29
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Tools for Guiding Food Choices
DO: As participants check in for the class, distribute a copy
of the pre-quiz. Allow about 5 minutes for the pre-quiz.
Stress that the purpose of the pre-quiz is to measure how much
they have learned at the end of the lesson. Have the participants put
the pre-quiz aside for use during the lesson.
Pre-Lesson Activities
Instructor’s Note: The pre- and post-quiz can be copied on the front and back to save paper;
or you can ask the participants to underline their answers for the pre-quiz and circle the
answers for the post-quiz. Be sure to have the pre-quiz completed at the beginning of the
lesson.
SLIDE 1
Nutrition 101: A Taste of Food and Fitness
Lesson 2–Tools for Guiding Food Choices
SAY: Welcome to Nutrition 101: A Taste of Food and Fitness, Lesson 2, Tools for Guiding
Food Choices.
SLIDE 2
Three Tools for Guiding Food Choices
• Dietary Guidelines for Americans 2010
• www.ChooseMyPlate.gov
• Nutrition Facts Label
SAY: The focus of today’s lesson is on the Dietary Guidelines for Americans 2010, MyPlate,
and the Nutrition Facts label. These are the three tools for guiding food choices developed by
the U.S. Department of Health and Human Services and the U.S. Department of Agriculture.
We can use these tools to guide food choices that meet personal taste and preferences and
health goals.
SLIDE 3
A Healthier You
SAY: The Dietary Guidelines for Americans 2010 is the basis for the U.S. dietary guidance
system. The Guidelines are intended for Americans ages 2 years and older, including those at
increased risk of chronic disease. In the past the Guidelines focused on recommendations to
promote a healthier lifestyle and to reduce the risk of chronic diseases.
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MyPlate is a visual cue to remind us about healthy eating, but it doesn't show anywhere near
all the recommendations of the Dietary Guidelines for Americans 2010; nor was it intended
to do so. For example, it doesn't illustrate saturated fat or sodium limits or whole grains
recommendations.
Nutrition Facts labels which can be found on commercially packaged foods, provide information about foods, such as serving sizes, ingredients, and nutritional content. The Nutrition
Facts label can help determine how a food fits into your daily eating plan.
SLIDE 4
Dietary Guidelines for Americans
SAY: The Dietary Guidelines for Americans are reviewed every 5 years. The Dietary
Guidelines for Americans 2010 are intended for Americans ages 2 years and older, including
those at increased risk of chronic disease. The 2010 Guidelines provide guidance on how to
make thoughtful, healthful choices.
SLIDE 5
Dietary Guidelines for Americans 2010
SAY: The Dietary Guidelines for Americans 2010 advise Americans to live a healthy, active
lifestyle by increasing fruit and vegetable consumption as well as lean proteins and whole
grains. It encourages individuals to decrease their sodium and solid fat intake and read about
the foods they are eating. It also encourages people to become more physically active.
• The Dietary Guidelines provide tips on how to incorporate seven key messages into
daily lifestyles. These tips include enjoying food, but eating less; avoiding oversized
portions; making half your plate fruits and vegetables; making at least half of your
grains whole grains; switching milk to low fat or fat-free; comparing labels for sodium
content; and drinking water instead of sugary drinks. These Guidelines are available at
www.dietaryguidelines.gov; or refer to the Dietary Guidelines 2010 Selected Messages
for Consumers Handout in your workbook.
SLIDE 6
Balancing Calories
• Balance your calories
• Consume only enough to meet your needs
• Be physically active
SAY: Calorie balance is the balance between the calories an individual takes in by consuming
foods and beverages and the calories they expend through physical activity. People who are
most successful at achieving and maintaining a healthy weight do so through continued
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attention to consuming only enough calories from foods and beverages to meet their needs
and by being physically active. Through the media, the internet, and consumer outlets,
Americans recognize there is an obesity epidemic. In order to combat this epidemic, many
Americans must decrease the calories they consume and increase the calories they expend
through physical activity.
SLIDE 7
Foods to Increase
• Make half your plate fruits and vegetables.
• Make at least half your grains whole grains.
• Switch to fat-free and low fat (1%) milk.
SAY: The Dietary Guidelines for Americans suggests increasing intake of fruit, vegetables, whole
grains, and low fat milk can help ensure that Americans get the variety of nutrients they need while
staying within their daily calorie limit. The guidelines advise making daily vegetable choices to
provide different color vegetables in any main entrée or side dish. When snacking, keep fresh fruits
and vegetables around for an energizing fast grab. Select 100% whole wheat breads, cereals, or
pastas whenever possible. Make a pledge to switch your milk. Try selecting low fat or fat-free milk
instead of 2% or whole milk.
SLIDE 8
Foods to Reduce
• Choose foods lower in sodium
• Drink water
SAY: The Dietary Guidelines also suggests that Americans try to cut back on high salt, fat,
and sugar items, because overconsumption of these items has been linked to increased risk of
chronic disease. Compare sodium content of food labels when shopping or preparing a meal.
Select the lower sodium item and spice it up with dried or fresh herbs. USDA has developed
a tip sheet that suggest ways to cut back on salt and sodium. Look in your workbook for the
Salt and Sodium 10 Tips to Help You Cut Back Handout. Choose water over sugary drinks
when possible or limit yourself to only one 12-ounce can of soft drink a day. Choose 100%
fruit juice or fresh fruit over sugary snacks or beverages.
Read food labels! Most items contain an ingredient list and a Nutrition Facts list. With these
you can select healthy options quickly and easily. Look at serving sizes and calories, fat
grams, and sodium. Overall, you want to be able to know about the foods you are eating and
knowing what is in them is the place to start.
SLIDE 9
Physical Activity Booster – Stretching for Flexibility
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Lesson 2
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SAY: Physical activity is an important component of the Dietary Guidelines and MyPlate,
so we are going to take a break now for a physical activity booster. This physical activity
booster focuses on stretching. Stretching helps keep us flexible and limber. Remember,
anyone under a doctor’s care for any injury or health condition needs to be cautious when
doing the activity. Please follow your doctor’s advice, and if necessary, just observe the
activity.
DO: Have participants stand more than an arm’s length apart. Have each participant
extend their arms above their head, straight up from the shoulder with the palms of the
hands facing in toward each other. Turning the palms of the hands to face inward is the
proper position for the arms.
Show how to do the stretch as you lead the participants through the activity.
SAY: Shrug the shoulders up to the ears and then release down, keeping the arms straight
up. Keep the shoulders in this released lower position throughout the stretch. Lengthen the
right arm by extending up through the ribcage without raising the shoulder to the ear.
Gently clasp the right forearm below the wrist joint with the left hand and pull up gently
on the right arm.
Imagine the right arm is a flower stem growing tall toward the sun. Now imagine a gentle
breeze is blowing and lean slightly toward the left. Remember to keep the palm of the
right hand turned in throughout the stretch.
The stretch is felt from the arm through the side. Hold for 5 seconds and return to the
upright position. Release the right forearm, but keep the arms extended upward.
Follow the steps to stretch the left side. Take care to keep the shoulder down while
lengthening the left side of the body and arm with the palm of the left hand in the proper
inward position.
Lower arms and shake for a few seconds to relieve any tingly feelings. Repeat the stretch
on both sides, holding the stretch for 5 seconds per side.
DO: Have the participants return to their seats.
SAY: Stretching ourselves to try new foods and new eating patterns is like stretching our
muscles. It may feel different at first. With repeated practice, we increase our flexibility
and discover it feels good to stretch.
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SLIDE 10
Activity: Scenario
Instructor’s note: This Scenario has three characters, the school nutrition manager and two
other people.
SAY: Next, we are going to do a role-play activity. If I could please have three volunteers to
raise their hand to participate in a role-play scenario. Thank you. Would you please come to
the front and get a script; I need one of you to be person 1, one person to be person 2, and
another to be the manager.
DO: Role-play the scenario and discuss briefly.
Prop: A printed copy of the MyPlate handout has been included in your workbook.
Script for Scenario
The school nutrition manager is near the school office mailbox with other people in the
areas. The manager is putting up a poster.
Person 1
Excuse me, what is that you’re putting on the bulletin board?
Manager (Display the MyPlate poster towards the audience.)
It’s a poster on the new MyPlate. I thought everyone might be interested in seeing it.
Person 2
I don’t understand why the government keeps changing its mind about what makes good
nutrition.
Person 1
Well, obviously the MyPyramid must have been wrong because it isn’t being used
anymore.
Person 2
I wish they would make up their minds. It is so hard to know what to eat.
End scene.
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SAY: Let’s give our “Nutrition 101 Play House” actors a round of applause. Thank you
for your help. You may return to your seats.
From our lesson today, we have learned about the Dietary Guidelines for Americans 2010.
Using what you have learned today, how would you respond to the people in the scenario?
DO: Accept all reasonable answers. Briefly discuss the difference between MyPyramid
and MyPlate. MyPyramid’s message to consumers is about finding the kinds and amounts
of food they should eat each day. MyPlate’s message to consumers is about the five food
groups they should eat at each meal.
SLIDE 11
MyPlate
SAY: MyPlate is based on the recommendations set forth by the 2010 Dietary Guidelines
for Americans. MyPlate is an educational tool to represent healthful eating behaviors. We
can use these tools to guide food choices that meet personal taste preferences and health
goals.
SLIDE 12
Goals of USDA
• Easy-to-understand image
• Healthy Lifestyles
• Reminder to eat healthfully
• Visualizes a meal
SAY: MyPlate was created by the USDA to provide individuals with an “easy-to-understand” image that aims to empower individuals to make healthy decisions. Its goal is to
initiate and build healthy lifestyles among Americans. MyPlate is designed to remind
Americans to eat healthfully; it is not intended to change consumer behavior alone. USDA
also hopes that this delivery will be a better education tool for professionals.
SLIDE 13
Healthy Eating is a Lifestyle
• Supports the Dietary Guidelines
• Encourages moderation
• Personal choices
SAY: The MyPlate symbol shows how these foods can be incorporated into your diet in a
way that supports the recommendations in the 2010 Dietary Guidelines for Americans.
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Building a plate with healthy items is important to achieve the areas encouraged by the
Dietary Guidelines. MyPlate reinforces that eating healthy is a daily lifestyle choice. It
encourages variety and moderation but also allows personal choice and the individual to
enjoy what they eat. For more information on ways to incorporate variety in your diet look at
the Nutrition Nuggets Dietary Guidelines Handout in your workbook.
SLIDE 14
Five Food Groups
SAY: MyPlate illustrates the five food groups using a familiar mealtime visual, a place
setting. The five food groups include grains, vegetables, fruits, dairy, and protein. It’s a design
that is relatable.
SLIDE 15
Make Half Your Grains Whole
SAY: The orange section on MyPlate represents the grain foods category. Grains can be
whole grains or refined grains. Whole grains are those which contain the entire kernel of
grain. A refined grain has been milled, which removes the bran and germ. Servings for
grains depend on age and sex. Check the ingredient labels on the package for whole-grain
components. Examples of what to look for on the label include: whole wheat flour, oatmeal,
bulgur, whole wheat bread, whole wheat pasta, whole wheat tortillas, whole-grain cereals, and
brown rice. A list of whole grains and refined grain products and the recommended serving
sizes can be found at http://www.choosemyplate.gov/foodgroups/grains.html.
SLIDE 16
Vary Your Vegetables
SAY: The vegetable group, the green section of MyPlate, includes dark green vegetables,
red and orange vegetables, dry beans and peas, starchy vegetables, and other vegetables.
Examples of dark green vegetables include all fresh, frozen, and canned dark-green leafy
vegetables and broccoli, cooked or raw: for example, broccoli; spinach; romaine; and collard,
turnip, and mustard greens. Red and orange vegetables include all fresh, frozen, and canned
red and orange vegetables, cooked or raw: for example, tomatoes, red peppers, carrots, sweet
potatoes, winter squash, and pumpkin. Dry beans and peas include all cooked and canned
beans and peas: for example, kidney beans, lentils, chickpeas, and pinto beans. Dry peas and
beans do not include green beans or green peas. All fresh, frozen, and canned white potatoes,
corn, and green peas are some examples of starchy vegetables. Green beans, onions, and
iceberg lettuce fall into the “other vegetable group.” For a more detailed list of the vegetable
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groups and the recommended serving sizes go to
http://www.choosemyplate.gov/foodgroups/vegetables.html.
Incorporating different choices into your diet can include: jazzing up macaroni and cheese
with broccoli or baking lasagna with zucchini puree. The possibilities are endless for ways to
prepare them; you just have to try new cooking methods.
SLIDE 17
Fruit-The Sweet Treat
SAY: On the plate, the red section represents the fruit group. From berries to smoothies and
grapes to grape juice, options for adding fruit to your diet can be an easy, sweet treat!
Preparation methods for fruits can be as simple as putting them in a bowl for a quick snack,
incorporating them into yogurt, or blending them in a drink. Recommendations for daily
servings are age and gender specific. Included in this group are: all fresh, frozen, canned, and
dried fruits and fruit juices. Some examples of fruits are oranges and orange juice, apples and
apple juice, bananas, grapes, melons, berries, and raisins. For a list of fruits and fruit juices go
to http://www.choosemyplate.gov/foodgroups/fruits.html.
SLIDE 18
Dairy-Get Your Calcium-Rich Foods
SAY: Dairy foods, represented by the blue circle on MyPlate, are important sources of
calcium and are natural food sources of fat. The Dietary Guidelines suggest choosing fat-free
or low fat dairy group foods. Many Americans fail to meet daily calcium needs because they
don’t drink milk often enough. The Guidelines recommend 3 cups of dairy each day for
Americans 9 years old and older. Examples of foods in this group are: all milks, including
lactose-free and lactose-reduced products and fortified soy beverages; yogurts; frozen yogurts;
dairy desserts; and cheeses. Most choices should be fat-free or low fat. Cream, sour cream,
and cream cheese are not included due to their low calcium content. To see a list of products
in the dairy group go to http://www.choosemyplate.gov/foodgroups/dairy.html.
SLIDE 19
Protein Foods-Go Lean on Protein
SAY: The purple section on MyPlate represents the protein foods category. This is the other
food group that naturally provides fat to the diet. For children ages 9 to 13, 5 ounces of
protein is recommended daily. For other ages, daily recommendations are specific to both sex
and age. Low fat food preparation methods are also recommended. Foods to choose more
often include legumes, beans, and peas, which are naturally low in fat and high in protein and
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fiber. Fish, seafood, nuts, and seeds are also encouraged. For a more detailed list of protein
foods go to http://www.choosemyplate.gov/foodgroups/proteinfoods.html.
SLIDE 20
MyPlate: Interactive Web site
DO: If time permits and you can connect to the internet, go to
http://www.choosemyplate.gov/ Web site and show how easy it is to look for information
about nutrition.
SAY: Before we go on to the next topic, let’s briefly discuss the MyPlate interactive Web site.
This Web site will provide you with relatable topics, the MyPlate graphics, and information
for specific audiences. When clicking on any of those topics, a broad overview is given with
examples.
MyPlate also provides links to information for children, pregnant women, and even weight
loss. Information found within these topics gives tips, educational material, and resources.
Additional resources include print materials for individuals or educators. An educator or
parent can find updated and relatable materials just by clicking the topic of interest. From
activities to posters, the MyPlate Web site is a great resource for high quality, easy to follow
tips on how to make changes toward a healthy lifestyle.
SLIDE 21
Nutrition Facts Label
• Quick Guide to Daily Values (DV)
• 5% DV or Less is Low for the Nutrient
• 20% DV or More is High for the Nutrient
SAY: Next, we will look at Nutrition Facts labels. Nutrition Facts labels can help guide food
choices to meet personal taste and nutrition goals. This tool can help you identify important
nutrients and foods which are high in calories, sugar, fat, and sodium.
Here’s a simple rule of thumb to use when looking at the nutrients on a Nutrition Facts
label. Daily Values (DV) are the reference amount of each nutrient needed daily for a
2,000 calorie diet:
• A Daily Value of 5% or less is low for the nutrient.
• A Daily Value of 20% or more is high for the nutrient.
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SLIDE 22
Using the Nutrition Facts Label
• Fat-Free Milk-30% DV Calcium, 5% DV Sodium
• Low Fat Yogurt 34% DV Calcium, 5% DV Sodium
• Cheddar Cheese-30% DV Calcium, 10% DV Sodium
DO: Compare the labels on the slide.
SAY: The information on the Nutrition Facts label shows why choosing a variety of foods
within a food group is important.
Notice the serving size and servings per container information on the Nutrition Facts label.
Be aware of the serving size and the number of servings you are consuming. The more
servings you consume, the more calories you consume. The information on a Nutrition Facts
label is based on 2,000 calories per day, although you may actually need more or less than
2,000 calories per day.
The ingredients list is located at the bottom of the Nutrition Facts label. Ingredients must be
listed in order of most to least in the food product. If sugar, or another term such as sucrose or
high fructose corn syrup, is one of the first ingredients, that means a food is high in added
sugar.
Using these references for high and low levels of a nutrient, the Nutrition Facts label shows 1
cup of fat-free milk is high in calcium, 30% DV, and low in sodium, 5% DV. An 8-ounce
container of low fat yogurt is high in calcium, 34% calcium, and the same amount of sodium
as milk, 5% DV. A 1½-ounce serving of cheddar cheese is high in calcium, 30% DV, and
medium in sodium, 10% DV.
SLIDE 23
Using the Nutrition Facts Label
Selecting three portions of cheese would provide most of the calcium needed each day, 90%
DV, but would also provide nearly one-third of the daily sodium limit, 30% DV. Selecting 3
cups of fat-free milk would provide most of the calcium needed each day, 90% DV, for less
sodium, 15% DV. Selecting one serving each of fat-free milk, low fat flavored yogurt, and
cheddar cheese would provide most of the daily calcium needs, 94% DV, and a high amount
of sodium, 20% DV.
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SLIDE 24
Tasting Activity–The Perception of Salt
Prepare for the Activity
Use proper food preparation and food safety practices. Allow opportunity for participants
to wash their hands.
Supplies needed:
• Potato chips, 2 per person
• Pepper shakers
• Napkins
• Cups and water
SAY: Taste preferences are a matter of personal choice.
DO: Give each participant a napkin with 2 potato chips and a cup of water. Place the pepper
shakers in easy reach of the participants.
Instruct each participant to pay close attention to the perception of salt while tasting each
potato chip.
SAY: The focus of this tasting activity is the perception of salt. Please feel free to observe the
activity if there is a reason you cannot actively participate in the tasting experience.
First, taste a potato chip. Pay attention to the perception of salt. Rinse your mouth with water
after tasting, if desired.
Next, sprinkle pepper on the remaining potato chip. Place the chip on the tongue so that
the pepper touches the tongue before the chip (use a tipping action). Pay attention to the
perception of salt. Rinse your mouth with water after tasting, if desired.
DO: Ask the participants to think about the following questions.
SAY: Did you perceive one potato chip to be saltier than the other chip? Which taste did you
like better?
The flavor components of pepper suppress the perception of salt. Peppercorn potato chips
have more sodium per chip than plain potato chips. The pepper flavor components affect the
perception of salt. Manufacturers add more salt to peppercorn potato chips to increase the
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perception of salt’s flavor. This activity illustrates why reading the Nutrition Facts label is
useful in making a choice between two foods. A person might expect the sodium content of
all types of potato chips to be similar. Compare products to find any differences. Make the
choice that is right for you.
SLIDE 25
Nutrition Nuggets Activity
• Dietary Guidelines and Nutrition Facts Label
• Nutrition Facts Label Activity
Instructor’s Note: Depending on the time and the number of people in the class, you may
want them to work together in teams or pair up in groups of two.
SAY: It’s time for an activity. Turn in your workbook to the Nutrition Nuggets – Nutrition
Facts Label Handout and Nutrition Facts Label Activity. This activity will provide you with a
chance to practice what has been covered today.
DO: Review the Nutrition Facts Label for Macaroni and Cheese.
SAY: First, let’s review the sections of the Nutrition Facts label. Look at the Sample Label for
Macaroni and Cheese. The first section lists the nutrition facts. It tells you the serving size
and how many servings are in the container. The next section provides you with the number
of calories and calories from fat. The third section informs you of the nutrients that you need
to limit. Section 4 identifies the nutrients you probably need to increase in your diet. We
discussed Section 5 earlier, when we talked about the Daily Values of nutrients. If you take in
5% or less, that is a low amount. If you take in 20% or more, that is a high amount. The last
section, the footnote section, provides you with the Daily Values for 2,000 and 2,500 calorie
diets. It also tells you the recommended dietary information for important nutrients for those
calorie needs. This information will always be the same. If your calorie intake is less, your
Daily Values will be less. If your calorie intake is more, your Daily Values will be more.
Now, look at the information on the Sample Label for Refried Beans provided in your
workbook, iron is a good nutrient to use. Evaluate the food, fill out the Nutrition Facts label
activity sheet and the Nutrition Facts label on the following page. Take the next 5-7 minutes,
look at the handout, and answer the questions on the activity sheet.
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DO: Assist any participants that need help completing the activity. As an option,
demonstrate the activity once using the Macaroni and Cheese Nutrition Facts label. Then
ask the participants to repeat the activity using a different nutrient and dietary guideline. For
example, evaluate refried beans for iron and then for meeting nutrient needs within energy
requirements. A completed activity answer key is provided in the resource materials. Discuss
how this food can fit into a healthful eating style.
OPTION: If time is limited, ask the participants to do the activity at home before the next
lesson.
SLIDE 26
Cafeteria Connection
SAY: The school nutrition program presents unique opportunities to put the Dietary
Guidelines for Americans into action. Increasing the opportunity for students to select whole
grains, dark green and orange vegetables, and a variety of fruit can be implemented during
the school breakfast, lunch, afterschool snacks, or in the summer feeding programs.
The Dietary Guidelines for Americans suggest three areas where changes can be made for a
healthier diet. One of the messages the Guidelines suggest is to encourage certain
foods–whole grains, vegetables, and fruits. What are some ways you can increase these foods
in the nutrition programs at your schools?
DO: Accept all reasonable answers.
SAY: You have made some very good suggestions. Let’s look at some other ways to increase
these foods.
SLIDE 27
Ways to Increase Certain Foods
Whole Grains
• Whole-grain cereals, whole wheat toast, and whole-grain English muffins
• Wraps with brown rice, eggs, cheese, and salsa in whole wheat tortillas
• Whole wheat flour or rolled oats added to recipes for baked goods
Vegetables
• Seasonal salad bar choices with a variety of deep green and orange vegetables
• Specialty salads with spinach, romaine, and iceberg lettuces
• Soups made with beans, sweet potatoes, winter squash, and carrots
• Asian rice bowls with assorted vegetables, lean meats, and brown rice
National Food Service Management Institute
Lesson 2 2–15
N U T R I T I O N 1 0 1 : A TA S T E O F F O O D A N D F I T N E S S
Fruit
• Sliced apples, pears, or strawberries, with lemon yogurt
• Fruit compote sprinkled with granola
• Assorted fresh fruit with strawberry-peach dip
The Cafeteria Connection resource in your workbook suggests ideas for serving more whole
grains, vegetables, and fruits.
SLIDE 28
Personal Discovery Assessment
• Dining Table Techniques
• Keeping track of whole grains, fruits, and vegetables
• Pay special attention to variety, portion size, and preparation methods
SAY: The Personal Discovery Assessment–Dining Table Techniques Handout, located in your
workbook, focuses on portion sizes and food preparation methods for foods in the whole
grain, fruit, and vegetable groups.
For a three-day period, keep a record of how often different types of whole grains, fruits, and
vegetables are served. Keep track of the portion sizes and preparation methods. If a food is
not listed, add it to the appropriate column. Check out the MyPlate Web site for help in
deciding which group a food belongs. Try to include one weekend day in your record. When
you have completed the record, complete the questions.
This assessment activity is for your personal use. I will not be collecting these papers. You
will use the completed activities in a future lesson. At that time you will be invited to share
personal insights if you wish. The main purpose of the assessment activity is to give you an
opportunity to learn more about your own eating habits.
SLIDE 29
Post-Quiz
SAY: Now it is time to see how much we have learned. Please take out your post-quiz. Circle
your answers now that we have completed the lesson.
National Food Service Management Institute
Lesson 2 2–16
N U T R I T I O N 1 0 1 : A TA S T E O F F O O D A N D F I T N E S S
DO: Allow a minute or two to complete the post-quiz and review the answers.
SLIDE 30
Conclusion
Conclude the lesson and remind participants to bring all materials to the next lesson.
SAY: Does anyone have any questions? Please remember to bring all the materials with you
to each lesson.
National Food Service Management Institute
Lesson 2 2–17